Generalization Task for Developing Social Problem-Solving Skills among Young People with Autism Spectrum Disorder.

Saray Bonete,Adrián Garrido-Zurita,Clara Molinero

doi:10.3390/children9020166

Saray Bonete, Adrián Garrido-Zurita + Show 1 more

Open Access

https://doi.org/10.3390/children9020166

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Abstract

This study aims to examine the usefulness of an ad hoc worksheet for an Interpersonal Problem-Solving Skills Program (SCI-Labour) the effectiveness of which was tested by Bonete, Calero, and Fernández-Parra (2015). Data were taken from 44 adolescents and young adults with Autism Spectrum Disorder (ASD) (age M = 19.73; SD = 3.53; 39 men and 5 women; IQ M = 96.27, SD = 15.98), compared to a matched group (in age, sex, and nonverbal IQ) of 48 neurotypical participants. The task was conceived to promote the generalization of interpersonal problem-solving skills by thinking on different possible scenarios in the workplace after the training sessions. The results show lower scores in the worksheet delivered for homework (ESCI-Generalization Task) in the ASD Group compared to neurotypicals in total scores and all domains (Problem Definition, Quality of Causes, and Solution Suitability) prior to program participation. In addition, after treatment, improvement of the ASD Group was observed in the Total Score ESCI-Generalization Task and in the domains of Problem Definition, Quality of Causes, Number or Alternatives and Consequences, Time, and Solution Suitability. This is a valuable task in furthering learning within the SCI-Labour Program and may be a supplementary material in addressing the difficulties of interpersonal skills within this population, both in the workplace and in daily life. In conclusion, this task may provide useful information for identifying key difficulties among this population and could be implemented in a clinical setting as a complement to the SCI-Labour Program.

Highlights

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social interaction and communication, restrictive patterns, and repetitive behaviors, interests or activities [1]
The goal of this study is to evaluate a performance task using a social problemsolving worksheet (ESCI-Generalization Task) applied during an intervention focused on interpersonal skills
In examining whether the ESCI-Generalization Task is useful for the evaluation of interpersonal conflict resolution skills among those with ASD, the aim was to determine if its application enhanced this learning process of interpersonal skills

Summary

Introduction

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social interaction and communication, restrictive patterns, and repetitive behaviors, interests or activities [1]. These, along with verbal and nonverbal communication deficits, result in the lack of skills to deal with interpersonal conflicts, hindering social inclusion which increases as they reach adulthood [7,8,9]. There are at least three theoretical proposals in which social skills interventions could be classified: the social skills to solve conflicts approach [13] conceiving social skills as being domain-specific skills; the social problem-solving process [14,15], which considers that social problems are solved through a cognitive–emotional–behavioral process, and interpersonal skills framework as phases of the problem-solving process [16,17] All these skills must be developed before adulthood, and in the absence of this development, psychological problems may arise [18]

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